漢語能力標準的描述語任務(wù)難度研究——以中級口語能力量表為例
發(fā)布時間：2019-03-08 20:27
【摘要】：制定漢語作為第二語言的能力標準的主要任務(wù)之一是使用"能做(can-do)"描述來刻畫語言水平。通過能做描述語的任務(wù)難度研究可以把語言能力標準中的描述語分派到不同的語言水平等級中去,從而完成水平等級與描述語難度之間的對應(yīng)。本文以中級口語能力標準中的描述語任務(wù)難度研究為例,闡述了描述語任務(wù)難度研究的理論、方法與過程。我們請教師依據(jù)量表對443名中級水平留學(xué)生的口語能力進行評價,并使用項目反應(yīng)理論中的多級計分Rasch模型(RSM)對52條描述語的任務(wù)難度進行估算。結(jié)果表明,描述語任務(wù)難度適中且分布均勻,區(qū)分性良好,但難度分布范圍略小于學(xué)生能力值分布范圍,出現(xiàn)了一定的"天花板"效應(yīng)。我們依據(jù)難度估算結(jié)果,將52條描述語劃分為中級高和中級低兩檔,初步實現(xiàn)了與歐洲語言共同參考框架(CEFR)的兼容。
[Abstract]:One of the main tasks of developing the ability standard of Chinese as a second language is to use "can-do" description to describe the language level. Through the study of task difficulty which can be used as descriptive language, we can assign the descriptive language in the standard of language competence to different levels of language level, so as to complete the correspondence between the level and the difficulty of descriptive language. This paper illustrates the theory, method and process of descriptive task difficulty study by taking the study of task difficulty of descriptive language as an example in the standard of intermediate oral proficiency. We asked teachers to evaluate the oral ability of 443 middle-level international students according to the scale, and to estimate the task difficulty of 52 descriptors by using the multi-level score Rasch model (RSM) in the item response theory. The results show that the difficulty of descriptive task is moderate and the distribution is uniform and the discrimination is good, but the difficulty distribution range is a little smaller than that of students' ability value, and there is a certain "ceiling" effect. According to the result of difficulty estimation, we divide 52 descriptors into intermediate high and intermediate low, and realize the compatibility with European language Common reference Framework (CEFR).
【作者單位】： 北京語言大學(xué)漢語水平考試中心;
【基金】：國家社科基金重大項目(12&ZD173);國家社科基金青年項目(12CYY028) 教育部人文社科重點研究基地重大項目(06JJD740005)的支持
【分類號】：H195
[Abstract]:One of the main tasks of developing the ability standard of Chinese as a second language is to use "can-do" description to describe the language level. Through the study of task difficulty which can be used as descriptive language, we can assign the descriptive language in the standard of language competence to different levels of language level, so as to complete the correspondence between the level and the difficulty of descriptive language. This paper illustrates the theory, method and process of descriptive task difficulty study by taking the study of task difficulty of descriptive language as an example in the standard of intermediate oral proficiency. We asked teachers to evaluate the oral ability of 443 middle-level international students according to the scale, and to estimate the task difficulty of 52 descriptors by using the multi-level score Rasch model (RSM) in the item response theory. The results show that the difficulty of descriptive task is moderate and the distribution is uniform and the discrimination is good, but the difficulty distribution range is a little smaller than that of students' ability value, and there is a certain "ceiling" effect. According to the result of difficulty estimation, we divide 52 descriptors into intermediate high and intermediate low, and realize the compatibility with European language Common reference Framework (CEFR).
【作者單位】： 北京語言大學(xué)漢語水平考試中心;
【基金】：國家社科基金重大項目(12&ZD173);國家社科基金青年項目(12CYY028) 教育部人文社科重點研究基地重大項目(06JJD740005)的支持
【分類號】：H195
【參考文獻】
相關(guān)期刊論文 前3條
1 楊惠中;朱正才;方緒軍;;英語口語能力描述語因子分析及能力等級劃分——制定語言能力等級量表實證研究[J];現(xiàn)代外語;2011年02期
2 王佶e，
本文編號：2437182
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